The experience of African-American teachers in rural communities in southern Appalachia

The experience of African-American teachers in rural communities in southern Appalachia

African American teachers

Williams, Tiffany Danielle

2008

Habel, John

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What is it like to be an African-American teacher in the southern Appalachian region of the United States? The purpose of this study was to learn about the experience of African-American teachers in school systems within the Southern Appalachian region via first-person descriptions. This information can be of importance to prospective African-American teachers in rural schools in southern Appalachia so that they might be able to understand the experiences of current African-American teachers in these schools. Ten African-American teachers in rural school systems in southern Appalachia were interviewed. Interviews were analyzed for themes within interviews and common themes across interviews. Themes that were uncovered fell into seven categories. These categories were lack of contact with other African-Americans, concerns about being African-American in southern Appalachia, stereotypical assumptions, overt racism, a desire for more African American teachers, lack of incentives for prospective African-American teachers, and advice for prospective African-American teachers. Five of the 10 participants were native to the southern Appalachian region while the remaining five participants were not natives. Participants expressed concern over their lack of contact with other African-Americans in southern Appalachia, particularly their lack of contact with other African-American teachers in the region. Eight of the 10 participants also expressed concern over being African-American in schools where they are in the minority regarding situations such a having someone to relate to and the lack of things to do which may be of interest to African-Americans. Because of the lack of contact with African-Americans, participants believe that their students, parents, communities and even faculty colleagues may have stereotypical assumptions about African-Americans. Even though five of the ten participants expressed an awareness of the stereotypical assumption held by students, parents, community members, and faculty colleagues, stories of overt racism were only shared by three of the 10 participants. Due to the small population of African-American teachers in southern Appalachia, participants desire to see more African-American teachers to serve as role models for African-American students in southern Appalachian schools. Six of the 10 participant suggested that one reason that more African-Americans are not drawn to teaching in rural settings is because they lack incentives, particularly monetary incentives. Finally, participants offered advice for prospective African-American teachers in rural schools in the southern Appalachian region.

2015-06-10

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